Second Grade

Core Content Committee (CCC) Representative: Stacy Schlagheck sschlagheck@pccsd.net
Contributors:

Standards & Model Curriculum

ODE Revised Science Standards

Inquiry Focus: (cut & pasted from the Ohio Revised Science Standards)

Science Inquiry and Application
During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:
• Observe and ask questions about the natural environment;
• Plan and conduct simple investigations;
• Employ simple equipment and tools to gather data and extend the senses;
• Use appropriate mathematics with data to construct reasonable explanations;
• Communicate about observations, investigations and explanations; and
• Review and ask questions about the observations and explanations of others.

Sample Student Inquiry Investigation:

1. Topic: Life Science- Interactions within Habitats- "Fossils"
2. Student Research Investigation Question: Which soil worked best to make the "fossil" and why?
3. Variables (dependent/independent):
Dependent (stays the same)- The mold used in the experiment will stay the same.
Independent (change)- The material will change from one mold to the other. Students will use silt, sand, and clay as their types of soil.
4. Hypothesis: Clay will make the best fossil because it will harden and last overtime.
5. Procedure: Students will work in pairs to create three molds using silt, sand, and clay. Students will use observations to see which soils works best to make a fossil.

Units

Teaching Sequence:

Fall Kit: Air and Weather
Winter Kit: Pebbles, Sand, and Silt
Spring Kit: Insects

EARTH AND SPACE SCIENCE: The Atmosphere: This topic focuses on air and water as they relate to weather and weather changes that can be observed and measured.
*FOSS Kit: #1 Air and Weather
*Energy Kids Activities- Solar Energy
Water Cycle Brainpopjr http://www.brainpopjr.com/science/weather/watercycle/preview.weml

Content Statements and I Can Statements:

The atmosphere is made up of air.
- I can recognize that air takes up space and can be weighed.
- I can measure wind speed and wind direction.
- I can record and interpret wind patterns.
- I can play and do an air experiment.
- I can design and construct an instrument that can measure wind speed and wind direction and demonstrate the final product to the class
Water is present in the air.
- I can list examples of water in the atmosphere.
- I can compare the different appearances of clouds.
- I can recall how water can change from liquid to vapor and vapor to liquid.
- I can identify clouds as droplets of water.
- I can explain how droplets of water can combine and rom into raindrops.
- I can plan and do an experiment to find the factors for water evaporation.
- I can help to design and construct a classroom aquarium
Long-and short-term weather changes occur due to changes in energy.
- I can recall that weather changes occur due to energy changes.
- I can recognize weather fronts when there are air masses that collide.
- I can identify the relationship between wind and cloud changes versus changes in weather from one season to another season.
- I can research the long-term or short-term changes in weather that occur at specific weather fronts.
- I can represent research findings graphically or share my finding with the class.
- I can plan and do an investigation to collect and measure wind-chill data, temperature, and humidity levels.
- I can explain how wind and location can effect day to day weather.
- I can design and construct an instrument that can measure wind speed and wind direction and discuss/share my findings with the class.

LIFE SCIENCE: Interactions within Habitats: This topic focuses on how ecosystems work by observations of simple interactions between the biotic/living and abiotic/nonliving parts of an ecosystem. Just as living things impact the environment in which they live, the environment impacts living things.
*FOSS Kit:
#2 Pebbles, Sand, and Silt
#3 Insects
Fossils Brainpopjr. http://www.brainpopjr.com/science/land/fossils/preview.weml
Freshwater Habitats Brainpopjr. http://www.brainpopjr.com/science/habitats/freshwaterhabitats/preview.weml
Arctic Habitats Brainpopjr. http://www.brainpopjr.com/science/habitats/arctichabitats/preview.weml
Desert Brainpopjr. http://www.brainpopjr.com/science/habitats/desert/preview.weml
Ocean Habitats Brainpopjr. http://www.brainpopjr.com/science/habitats/oceanhabitats/preview.weml
Rainforests Brainpopjr. http://www.brainpopjr.com/science/habitats/rainforests/

Content Statements and I Can Statements:

Living things cause changes on Earth.
- I can identify an environmental change caused by living things (e.g., beavers create a dam).
- I can generate a chart, table, or pictograph using information about living things and their physical environments.
- I can compare two habitats, one effected by living things, and one that has not been effected by living things.
- I can analyze characteristics of different habitats.
- I can observe an animal in its habitat
Some kinds of individuals that once lived on Earth have completely disappeared, although they were something like others that are alive today.
- I can name an animal from Ohio that is now extinct.
- I can compare the features of animals that are living today with those of animals that are extinct.
- I can make a fossil using many different materials (e.g., clay, plaster, soil).
- I can interpret the information on a chart, table, or pictograph comparing animals of today with those that are extinct.

PHYSICAL SCIENCE: Changes in Motion: This topic focuses on observing the relationship between forces and motion.
*FOSS Kit: Not covered in a second grade FOSS kit. This content statement is covered in both first and third grade FOSS kits.
Pushes and Pulls Brainpopjr. http://www.brainpopjr.com/science/forces/pushesandpulls/preview.weml
Simple Machines Brainpopjr. http://www.brainpopjr.com/science/forces/simplemachines/preview.weml

Content Statements and I Can Statements:

Forces change the motion of an object.
- I can identify how to move an object without touching it.
- I can draw a picture of a device that will move an object without touching it and compare my design with those of classmates.
- I can plan and do an experiment to move objects without touching them.
- I can build a device to move an object from one place to another without touching it.
- I can test and evaluate my device for moving an object without touching it and share/discuss my results with the class.
- I can explain two ways to change the motion of an object.
- I can explain how forces relate to motion.
- I can plan and do a scientific experiment to change how an object moves.
- I can list contact/noncontact forces that can move an object.
- I can recognize that great changes in motion require larger forces.
- I can compare moving and stopping objects.
- I can predict how a force will effect an object.

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Additional INQUIRY Instructional Resources by Units (Kits, Teaching Materials, Lessons, Assessments, Video, Content Information, etc.):

Foss Kit Correlations to Standards Click here for a detailed list of which investigations to use to meet the content statements.
Foss Interactive Online This website provides interactive activities for your smart board.
ODE Lesson Plans

Keeley Formative Assessment Probes by Unit

Earth:

Topic.................	Assessment Probe..................... (Title,Volume,Page)	Assessment Strategy....... (Name, #, Page)	Teaching Ideas................................................
The Atmosphere	Uncovering Student Ideas"Standing on One Foot" Vol. 4, Pg. 61
The Atmosphere	Uncovering Student Ideas"What Are Clouds Made Of?" Vol. 3, Pg. 155
The Atmosphere	Uncovering Student Ideas"Rainfall" Vol. 3, Pg. 171

Life:

Topic.................	Assessment Probe..................... (Title/Volume/Page)	Assessment Strategy....... (Name, #, Page)	Teaching Ideas................................................
Interactions within Habitats	Uncovering Student Ideas"Cucumber Seeds" Vol. 1, Pg. 9
Interactions within Habitats	Uncovering Student Ideas"No Animals Allowed" Vol. 1, Pg. 21
Interactions within Habitats	Uncovering Student Ideas "Does It Have a Life Cycle" Vol. 3, Pg. 111
Interactions within Habitats	Uncovering Student Ideas "Rotting Apple" Vol. 3, Pg. 139

‍Physical:

Topic.................	Assessment Probe..................... (Title/Volume/Page)	Assessment Strategy....... (Name, #, Page)	Teaching Ideas................................................
Changes in Motion	Uncovering Student Ideas "Standing on One Foot" Vol. 4, Pg. 61
Changes in Motion	Uncovering Student Ideas "How Far Did It Go?" PS Vol. 1, Page 15
Changes in Motion	Uncovering Student Ideas "Does It Have to Touch?" PS Vol. 1, Page 75
Changes in Motion	Uncovering Student Ideas "Talking about Forces" PS Vol. 1, Page 71

Literature Integration (Reading Streets, etc.):
The science connections are located in our First Stop book on page 270. Below is a link to the book online. After clicking on the link, click on the "Teacher Resource" folder in the Table of Contents. Then, scroll down to "Science Connections."
Reading Street Connections

2nd Grade